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Publisher: eScholarship   (Total: 18 journals)   [Sort by number of followers]

Showing 1 - 18 of 18 Journals sorted alphabetically
Berkeley Scientific J.     Full-text available via subscription  
Berkeley Undergraduate J.     Full-text available via subscription   (Followers: 1)
California Agriculture     Open Access   (Followers: 2)
California Italian Studies J.     Full-text available via subscription   (Followers: 5)
Electronic Green J.     Open Access   (Followers: 5, SJR: 0.115, h-index: 8)
InterActions: UCLA J. of Education and Information     Open Access   (Followers: 26)
J. for Learning Through the Arts     Open Access   (Followers: 7)
J. of Transnational American Studies     Open Access   (Followers: 3, SJR: 0.174, h-index: 5)
L2 J.     Open Access   (Followers: 5)
Nutrition Bytes     Open Access   (Followers: 5)
Places     Full-text available via subscription   (Followers: 4)
San Francisco Estuary and Watershed Science     Open Access   (SJR: 0.233, h-index: 2)
Spaces for Difference: An Interdisciplinary J.     Open Access   (Followers: 1)
Streetnotes     Open Access   (Followers: 1)
Structure and Dynamics: eJ. of Anthropological and Related Sciences     Open Access   (Followers: 2)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
TRANSIT     Open Access  
World Cultures eJ.     Full-text available via subscription  
Journal Cover Journal for Learning Through the Arts
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   ISSN (Print) 1932-7528
   Published by eScholarship Homepage  [18 journals]
  • Art Integration and Cognitive Development. Baker, Dawn

    • Abstract: The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated with curriculum concepts to promote cognitive development. The theororetical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. Data collection consisted of field ethnographic description and passive observation to identify behavioral correlates of cognitive and intellectual functioning as well as to capture how state standards are integrated within arts-based instruction....
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Arts Integration: What is Really Happening in the Elementary
           Classroom'. LaJevic, Lisa

    • Abstract: Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.        
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Can Architects Help Transform Public Education' What the Sarasota
           County Civic School Building Program (1955-1960) Teaches Us. Paley,
           Nicholas B.

    • Abstract: The Sarasota County School Building Program 1955-1960 is revisited through a detailed examination of how architects and educators collaborated to design an innovative group of public schools that provided opportunities for the transformation of learning space. This multi-dimensioned examination is grounded in an historical contextualization of the school building program; in visual and discursive archival analysis related to four of the schools considered especially notable; and in the integration of contemporary voices of some of the teachers, students, and educational employees who worked in these schools. A concluding section discusses four key lessons of this artistic-educational collaboration that might be fruitful for educators to ponder as they seek to create the kinds of learning environments that optimize students’ educational experience.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Can We Use Creativity to Improve Generic Skills in our Higher Education
           Students' A Proposal Based on Non-Verbal Communication and Creative
           Movement. Rodriquez, Rosa Maria; Castilla, Guillermo

    • Abstract: Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created. First interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non- verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge. This paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body cons...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Critical Thinking and School Music Education: Literature Review, Research
           Findings, and Perspectives. Kokkidou, May

    • Abstract: The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students’ critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importanc...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Elementary Teachers Integrate Music Activities into Regular Mathematics
           Lessons: Effects on Students’ Mathematical Abilities. An, Song; Capraro,
           Mary Margaret; Tillman, Daniel A.

    • Abstract: This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students’ mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n=46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Historic and Ethnic Music Found to Increase Geographic Understanding: A
           Quasi-Experimental Study. Richardson, Ronald; Brouillette, Liane

    • Abstract: This article summarizes a quasi-experimental study, which demonstrated that integration of historic and ethnic music into the American history curriculum may lead to increased knowledge of the cultural and physical geography of the United States as well as enhanced student engagement. An experiment (n=215) conducted with eighth grade students investigated the effect that implementing supplementary music history workshops had on student attitudes and understanding of geographic concepts. Two instruments were used as pre-post tests: the Standards-Based Geography Test, Intermediate Level, from the National Council for Geographic Education and the Test of Geography-Related Attitudes. Analysis of covariance (ANCOVA) showed that students in the treatment group showed greater growth in geographic knowledge (effect size=.854) and more positive attitudes toward geography (effect size=.569).  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Introduction to a Sampling of Arts Integration Research. Burns, Maureen A.

    • Abstract: This contribution provides an overview of the articles featured in the 9th volume of the Journal for Learning through the Arts.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • The Mindful Physician and Pooh. Winter, Robin O

    • Abstract: Resident physicians are particularly susceptible to burnout due to the stresses of residency training. They also experience the added pressures of multitasking because of the increased use of computers and mobile devices while delivering patient care. Our Family Medicine residency program addresses these problems by teaching residents about the mindful practice of medicine. We utilize A. A. Milne’s classic children’s books, Winnie-the-Pooh and The House at Pooh Corner, along with Benjamin Hoff’s The Tao of Pooh to explain Dr. Ron Epstein’s four habits of mindfulness: attentive observation, critical curiosity, beginner’s mind, and presence. We also use video clips from two Disney movies, The Many Adventures of Winnie-the-Pooh and A Day for Eeyore as well as Kenny Loggins’ song, House at Pooh Corner. With Winnie-the-Pooh’s help, residents learn how to become more mindful physicians by incorporating Epstein’s four habits of mindfulness into their daily practice.        
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • My Body, My World: Illness and Identity in Alice Walker’s "Beauty: When
           the Other Dancer is the Self". Kerr, Lisa

    • Abstract: Writing Center faculty at the Medical University of South Carolina teach humanities courses in which we include literary texts that are not ostensibly “about health care” to introduce to students how unique an illness narrative can be—to challenge, in fact, preconceived notions student may have about what “counts” as a healthcare narrative. One narrative we teach is Alice Walker’s “Beauty: When the Other Dancer is the Self." Walker’s account provides opportunities to examine how injury and illness can affect one over the course of a lifetime, contributing to the formation and constant renegotiation of identity from childhood to adulthood. This paper describes the method by which we have taught Walker’s story to engage students on these topics.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Poetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations
           Classroom. MacKenzie, Sarah K.

    • Abstract: Across the space of this paper I seek to share a particular attempt to holistically engage students enrolled in a Social Foundations of Education course, in the process of de(con)structing knowledge, through the work of collectively creating found poetry. I do not seek to show right pedagogical practice; rather, it is my hope that this paper may offer a glimpse of the possibilities that exist when we embrace arts-informed epistemological practices that acknowledge the whole student, engaging the mind/body/soul in praxis, through acts of fluid co-creation and (re)construction of knowledge.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Rocking your Writing Program: Integration of Visual Art, Language Arts, &
           Science. Poldberg, Monique M.; Trainin, Guy; Andrzejczak, Nancy

    • Abstract: This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • The Scientific Method and the Creative Process: Implications for the K-6
           Classroom. Nichols, Amanda J; Stephens, April H

    • Abstract: Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is to show how the arts and sciences can be taught together by using their similar processes which might improve student engagement. Arts-integration research from the literature is discussed. Both the scientific method and the creative process are described through examples of scientists and artists in different areas. Detailed learning activities are presented that demonstrate how both the scientific method and the creative process can be implemented into the classroom. Two activities are appropriate for elementary-aged children, grades K-3, while the other activities are geared for intermediate school-aged students, grades 4-6. All activities are written where eithe...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Art of Analysis: A cooperative program between a museum and medicine.
           Jacques, Andrew; Trinkley, Rachel; Khandelwal, Sorabh; Stone, Linda;
           Hudson, William A; Tang, Richard

    • Abstract: Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of medical training, to develop critical thinking skills; engender empathy; increase tolerance for ambiguity; build team problem solving abilities; and consider multiple perspectives through the observation of artwork. While several medical education institutions in the past have described similar programs, AoA uses a unique critical thinking strategy called “ODIP” (Observe, Describe, Interpret, Prove). Group participants include medical students, the learning community faculty (faculty members from OSUCOM) and CMA educators who facilitate and direct the AoA program. The groups set expectations before the program, emphasizing the goals and objectives of the program. Students ...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Beyond Comfort Zones: an experiment in medical and art education.
           Auerbach, Kelli; Baruch, Jay M

    • Abstract: Practicing medicine and creating art are both informed by observation and perception, yet how artists and doctors view the world and their place in it might be quite different. By bringing two populations together – RISD students and Warren Alpert Medical School students – into one experimental course, “No Innocent Eye: Knowledge and Interpretation in Art and Medicine,” art and medical students were asked to engage in topics and work with skills and processes that might not be considered typical fare in art and medical school curriculums, but which we hope gave doctors-in-training creative ways of rethinking medical practice and patient care, and presented art students with new conceptual and material tools to push their art-making.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Exploring Professionalism in Undergraduate Medical and Dental Education
           through Forum Theatre. Brett-MacLean, Pamela; Yiu, Verna; Farooq, Ameer

    • Abstract: Forum Theatre (FT) was created by Brazilian theatre director Augusto Boal (1985) as an approach for promoting dialogue between the audience and those performing on stage for his “Theater for the Oppressed.” FT offers an accessible, interactive approach to exploring challenging topics and situations.  In FT, a short scene is performed.  It is then replayed again and again with audience members invited to intervene and offer different options for addressing various aspects of the problematic situation.  Originally directed to helping people address and transform oppressive conditions that characterized their lives, FT has evolved and found expression in many different communities and contexts, including health professional education.  Inspired by David Diamond’s (2008) “Theatre for Living” model (which approaches living communities as a complex, living entities), we introduced FT in the “Introduction to Medicine & Dentistry” (DMED 511) course offered as part of the Undergraduate Medical Education program in...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Generation to Generation: The Heart of Family Medicine. Winter, Robin O

    • Abstract: According to the American Board of Family Medicine, “The scope of family medicine encompasses all ages, both sexes, each organ system and every disease entity.” What makes the seemingly daunting task of practicing family medicine possible is that family physicians learn to utilize similar clinical reasoning for all of their patients regardless of age, and that they care for patients in the context of their families. In our work with residents, we utilize a multimedia presentation that incorporates poetry by Shel Silverstein, the song, He Was Walking Her Home, by Mark Schultz, and the Pixar/Disney movie, Up, to help teach these concepts and demonstrate how caring for multiple generations simultaneously enriches the care of each generation.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • An Open Letter to our Future Students in “Narrative and the Caring
           Professions”. Osmond, Chris; Cumbie, Sharon Ann; Dale, Michael;
           Hostetler, David; Ivory, James; Phillips, Deborah; Reesman, Karen

    • Abstract: A group of nursing, social work, education, and English faculty worked together for a year to explore how literature experiences designed for medical education might enhance professional preparation in their fields and address their common dilemmas of caregiving. The resulting insights reveal the ways in which adaptations of narrative medicine models offer benefits for students in these “caring professions.” They also indicate the promise of interdisciplinary reading experiences among students from these fields and suggest how these frameworks might address their common challenges of burnout and erosion of empathy in early clinical experience. This “open letter” to future students who will participate in an interdisciplinary reading group describes the challenges facing the professions of nursing, social work, and education, and explores the ways that doing narrative work together will prepare students to meet them.     
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • The Shortcomings of Medical Education Highlighted through Film. Mahajan,

    • Abstract: The aims of this report are to highlight the shortcomings in medical education. To use a student made short film as an example of how issues that cause medical student distress can be displayed. To show that the process of film-making is a useful tool in reflection. To display that film is an effective device in raising awareness.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Teaching Humanities in Medicine: The University of Massachusetts Family
           Medicine Residency Program Experience. Silk, Hugh; Shields, Sara

    • Abstract: Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide narrative writing list serve. In this article we describe the program and our early assessment of the curriculum.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Teaching Softly in Hard Environments: Meanings of Small-Group Reflective
           Teaching to Clinical Faculty. Whiting, Ellen; Wear, Delese; Aultman, Julie
           M; Zupp, Laurie

    • Abstract: A vast literature exists on teaching reflection and reflective practice to trainees in small groups, yet with few exceptions the literature does not address the benefits of these interactions to faculty. Like multiculturalism or cultural competency, the literature assumes that faculty have themselves “achieved” these propensities and that trainees are the only recipients of the benefits of such inquiry. One of the noticeable exceptions is Arno Kumagai and colleagues’ article, “The Impact of Facilitation of Small Group Discussions on Psychosocial Topics in Medicine on Faculty Growth and Development,” which found that small group teaching stimulated not only students’ personal and professional growth, but also that of the faculty themselves. Our intent is to continue and enlarge the questions posed in this important article. Specifically, this inquiry focuses on the meanings that clinical faculty derive from teaching medical students in discussion- and reflection-driven small group formats. Why do faculty l...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • The Use of Narrative in Medical Education. Arjmand, Susan

    • Abstract: A course was designed for medical students in which literature and writing exercises were used to promote reflection on cross-cultural patient encounters. Students were encouraged to consider Kleinman’s principles of open-ended questioning as the basis for enhancing these patient conversations and were prompted to develop skills in close reading of texts, specifically recognition of the reader’s response to narrative, understanding of point of view, and recognition of the impulse to create story, or plot. Transcriptions of class discussion and material from written essays were used to inform the instructor’s understanding of learners’ progress. This study may offer a new conceptual lens for viewing ways in which cultural competency and other features of physician-patient communication may be taught using narrative skill training. When anchored to exercises in reflective writing, student learners develop a framework with which to view and interpret their patient stories.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Using Theater of the Oppressed in Nursing Education: Rehearsing to be
           change agents.. Love, katie l

    • Abstract: Theater of the Oppressed (TO) is used in a variety of setting and communities to explore ways of recognizing and overcoming oppressions. The main purposes of TO is to become more critically aware of oppressions and power relationships, to rehearse alternative solutions for real life, and to ultimately to be able to make change for social justice. This article describes the use of TO in a baccalaureate nursing education classroom as a way to rehearse for real life situations, confronting the status quo, experience positive communication techniques for empowered thinking, and practice their role as change agents within the healthcare arena. The methods of "cops in the head," "forum theater," and "image theater" will be described along with a discussion of how these methods were used in a community health nursing course. Although the examples provided here are specifically for a nursing class, they could be used in any health related field with potential to transform healthcare and ultimately to improve the care...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Using Theater to Increase Empathy Training in Medical Students. Reilly, Jo
           Marie; Trial, Janet; Piver, Debra E.; Schaff, Pamela B.

    • Abstract: : Developing and nurturing empathy in medical trainees has been recognized as an essential element of medical education. Theater may be a unique instructional modality to increase empathy training. Methods: A multi-disciplinary team developed a theater workshop for first year medical students.  Through the use of theater games, art images and reflective writing, the workshop was designed to enable students to: 1) consider the concept of empathy within the context of theater; 2) experience art, theater and narrative as reflective tools to build empathy /self-reflection. The workshop was evaluated by students through a written questionnaire. It was evaluated by faculty and actors though narrative dialogue. The faculty and actors shared their perceptions about 1) students’ ability to demonstrate empathy through a written narrative based on an art image;  2) students’ use of reflection as part of empathy awareness; 3) students’ ability to demonstrate awareness of body language and emotion as diagnostic an...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • The Value of Story in Medicine and Medical Education: A Chance to Reflect.
           Clarke, Linda E.; de Jong, Jennifer D.

    • Abstract: While JJ was a medical student, the authors worked on a two-part study of the stories of “good death” as they were told by palliative care patients, caregivers, physicians and nurses. In this personal reflection, de Jong (JJ), now a family practitioner and Clarke (LC), an artist and educator in medicine and health care, consider the value of such “story work” in the development of key skills for a physician. While this is the experience of two individuals, the conclusions have relevance for those engaging in story work within the context of medicine, medical education and the health care community.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Whither (Whether) Medical Humanities' The Future of Humanities and
           Arts in Medical Education. Shapiro, Johanna

    • Abstract: This special issue of Journal for Learning through the Arts focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how the submissions included in the issue illuminate this conversation.  Specifically, I frame the discussion as critiques of models of acquiescence in medical education contrasted with calls for medical educators employing the humanities to adopt models of resistance. After deconstructing some of the arguments against models of acquiescence, and examining both examples of resistance and acquiescence included in this issue, I conclude that the dichotomy, while in some ways providing valuable insight into the various ways humanities and arts can be understood within a medical context and the various uses to which they can be put in medical education, nevertheless does not do...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Happy Healers. Winter, Robin O MD, MMM

    • Abstract: Family Medicine residency programs in the United States are required to promote resident well-being. This article describes how one residency does this by teaching the concepts of Positive Psychology and Authentic Happiness developed by Dr. Martin Seligman utilizing a multi-media curriculum. As part of this curriculum, residents listen to the song “Don’t Worry Be Happy,” watch selected scenes from the movies Mary Poppins and The Lion King, and see a performance of the song and dance Electricity from the show Billy Elliot, the Musical. Research showing that happiness is contagious is also discussed. Finally, residents learn how to increase their own happiness by completing three exercises shown by Dr. Seligman to promote happiness.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Activating Student Engagement Through Drama-Based Instruction. Cawthon,
           Stephanie W; Dawson, Katie; Ihorn, Shasta

    • Abstract: Drama for Schools (DFS) is an arts integration professional development program that trains teachers to use drama-based instruction techniques. The DFS strategies aim to connect student learning to their lived experiences in a manner consistent with authentic instruction principles. The focus of this mixed-methods study was on the relationship between increase in authentic instruction, level of student engagement, and articulation by teachers regarding the participation of their middle school students in classroom activities. Pre-post measures indicate that student engagement increased as a result of drama-based instruction strategies. These lesson plan measures also demonstrated how teachers changed their articulation of student engagement. Discussion focuses on how the relationship between the DFS program structure, participants’ pedagogy, and student outcomes fit into, and challenge, the overall critical pedagogical framework of the program.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Arts Integration in Teacher Preparation: Teaching the Teachers. Pool,
           Jonelle; Dittrich, Charles; Pool, Ken

    • Abstract: This classroom study focused on modeling a hands-on approach for understanding classroom applications of multiple intelligence theory through arts-based integration. Thirty-five preservice teachers enrolled in Educational Psychology classes participated in an interdisciplinary geometry lesson modeling Artful Learning™, experiencing an arts- based pedagogical approach in the lesson. Students identified and described geometric concepts and relationships and photographed geometrical elements authentically on campus as part of the model’s original creation. Assessment of lesson objectives revealed that students appreciated arts-based pedagogy, but had difficulty translating theory into practice when creating their original lesson plans. Discussion includes reflective responses of preservice teachers to inquiry and arts-based classroom instruction for enhancing student understanding, as well as implications for integrating art pedagogy in professional practices.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Arts-Infused Learning in Middle Level Classrooms. Lorimer, Maureen R.

    • Abstract: To address arts education disparities in middle level schools, this paper explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can shift the current educational paradigm and foster positive change in middle ...
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Canadian Art Partnership Program in Finland. Ketovuori, Mikko Mr.

    • Abstract: This article is about a multidisciplinary R&D project in which a Canadian Learning Through The Arts (LTTA) program was imported to Finland in 2003–2004. Cultural differences in arts education in Finland and Canada are discussed. While Finland has a national school curriculum with all the arts included. Canada relies more on partnerships to ensure arts education for children in the schools. Despite the fact that Canadian learning methods appeared to be quite similar to the ones Finnish teachers were already using at schools, cooperation and the inclusion of an artist in the classroom enriched the normal way of schooling. The project described here was reported earlier (2007) in the dissertation “Two cultures of arts education, Finland and Canada' An integrated view.”
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Innovations in Medical Education using the Humanities and Arts: Developing
           Physician Reflective Capacity and “Happiness”. Shapiro, Johanna

    • Abstract: Introduction to Medical Humanities section.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Introduction to Teaching and Learning through the Arts. Burge, Kim

    • Abstract: Articles in this issue of the Journal for Learning through the Arts report on the efforts of researchers and teachers to understand the components and outcomes of effective arts programs. The authors are pursuing the overall goal of improving arts education for all children and youth. And, in the process, helping them to employ their imagination and creativity throughout their lives.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Music Learning in the Early Years: Interdisciplinary Approaches based on
           Multiple Intelligences. Economidou Stavrou, Natassa; Chrysostomou,
           Smaragda; Socratous, Harris

    • Abstract: The unity of knowledge represents an old idea with new manifestations. During the last decades integrated approaches in teaching and learning have become increasingly popular. Applications of integrative approaches between the arts and other school subjects exist in many countries around the world, offering insights into the problems and challenges that such efforts can result into. In this paper a short review of the relevant literature in support of integrative curricula, as well as problems and concerns caused by their application, will set the basis for the description of the practice-based research project that is reported. The project brought together a kindergarten teacher and two researchers, under a collaborative model of inquiry in a pre-primary school setting in Cyprus. An attempt was made to enrich the teaching of musical concepts through the use of activities and practices borrowed from other disciplines. More specifically, the study sought to investigate whether children’s understanding of...
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Understanding Artful Behavior as a Human Proclivity: Clues from a
           Pre-Kindergarten Classroom. Blatt-Gross, Carolina

    • Abstract: Concurrent to the present reduction of arts education in mainstream American schools, many evolutionary-minded scholars are asserting that artistic behavior contributes significantly to cognition, has been advantageous for our survival, and satisfies psychological needs that are biologically embedded. Supported by long-term and wide-spread art making among the human species and the spontaneous artful behaviors of children, this cross-disciplinary study explores the possibility that artful behaviors represent an inherent part of human nature. Based on an ethological understanding of art (that is, as a behavior rather than an object), this research uses an interpretivist lens and phenomenological design with the ultimate goal of exploring how such proclivities might inform educational policy and practice. Data collection methods include a combination of observation, participant observation, and teacher interviews in a state-funded pre-kindergarten classroom.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Unknowing in Circles: A Story of Artful Inquiry as Praxis. MacKenzie,
           Sarah K.; Wolf, Mary M

    • Abstract: This paper shares a story of community, vulnerability, art-making and possibility that arose within the context of a Social Foundations of Education course. Drawing on arts-informed epistemologies, the authors began the semester by inviting students to critically engage with the central ideas of the course through the process of creating a mandala. At the end of the semester, students were once again invited to (re)create their mandalas as they reflected on how their understandings had evolved over the course of the semester. Within what was initially a very uncomfortable act, a community emerged as students sought to support and encourage one another. This sense of community remained consistent across the course of the semester and students regularly returned to the initial activity as a starting point during class discussions. Using this particular classroom experience as an illustration, this paper posits that it is important for educators to engage their students in centered, aesthetic and communal acts ...
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Use of Poems Written by Physicians to Elicit Critical Reflection by
           Students in a Medical Biochemistry Course. Van Winkle, Lon J; Robson,
           Chester; Chandar, Nalini; Green, Jacalyn M; Viselli, Susan M; Donovan,

    • Abstract: Purpose Critical reflection helps to animate humanistic values needed for professional behavior in medical students. We wanted to learn whether poems written by physicians could foster such critical reflection. To do so, we determined whether the poems elicited dissonance (i.e., recognition of their own or others behavior as incongruent with their values) and subsequent reflection or critical reflection by teams of students in a medical biochemistry course. Subjects and Methods Thirty learning teams of five to seven members each (total of 196 first-year osteopathic medical students) related four humanistic values or characteristics of professional behavior to an associated poem written by a physician. Their written individual and team reports were assessed for dissonance, reflection and critical reflection. We also determined whether dissonance (if it occurred) was resolved through preservation of students’ values and behavior (and rejection of other’s behavior) or through reconciliation...
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Using Simple Eye Exercises to Explore How Sight and Insight Interact to
           Shape What We See. Brouillette, Liane

    • Abstract: This book review explores how Rigney Battenberg and Rigney have provided all who care about the arts with a thought-provoking investigation of how the physiological facts shape what we see. Their book describes a system of eye exercises designed to improve vision and help people use their eyes in a healthy way. The reference to “yoga” in the title is reflected in their emphasis on the importance of stretching and strengthening the eye muscles; this helps to keep the eyes healthy and also to minimize the strain caused by fixating on computer screens or printed pages for hours at a time. There is also a deeper connection to yogic practice in their examination of the habitual choices we make about where to focus of our attention. Battenberg and Rigney argue that thoughtful use of eye exercises can awaken a deep sense of connection with the world.
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Using Visual Art to Teach Prepositional Phrases. Quinn, Robert D.

    • Abstract: A preposition, as one of the eight parts of speech, indicates a relationship between persons, places or things mentioned in a sentence. Many state curricula introduce prepositions at intermediate grade levels. Other states wait until middle school to do so. Students at such advanced levels of language learning should be able to readily assimilate prepositions into learning. Developing youngsters’ ability to recognize and use spatial language, such as the preposition, is an extremely important goal in the language arts. Fundamental, perhaps, to gaining entrance into the world of prepositions is the ability to visualize spatial relationships. The visual arts provide an ideal venue for discussing spatial concepts in written and spoken language, particularly through the use of prepositions. This article describes a unit of instruction used to engage pre-service generalist educators in an artmaking experience in illustration, printmaking, and bookmaking. The aim of the unit of instruction was to teach these underg...
      PubDate: Mon, 13 Jun 2011 12:00:00 GMT
  • Arts Impact: Lessons From ArtsBridge. Shimshon-Santo, Amy R

    • Abstract: Arts Impact summarizes lessons learned at the ArtsBridge Program. It is informed by in-depth participant observation, logic modeling, and quantitative evaluation of program impact on K-12 students in inner city schools and arts students at the University of California Los Angeles over a two year period. The case study frames its analysis through a literary overview of the following social issues: 1) how educational attainment relates to poverty in California; 2) the importance of the creative economy in Los Angeles; and 3) the failure of California to reach federally mandated goals in arts education--particularly for under-resourced neighborhoods. Data finds statistically significant positive impacts on participants’ views of self and others. This case study suggests important roles for higher education partnerships with under-resourced K-12 schools, the significance of quality teacher preparation in the arts at the university level, and the positive impact of arts education for empowering student and teacher...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • A Constructivist Study of Middle School Students’ Narratives and

    • Abstract: Using participant observation, we describe/interpret the results of teaching a constructivist unit that empowered students in narrative writing and illustration. Participant observation methods included daily note taking, pre-post questioning, and photographing artworks. We analyzed students’ stories and illustrations with borrowed and emerging categories and included students’ criteria from their final peer assessment called Critter Critique. Findings suggest they have misconceptions about the desert (an ugly place or has triangular shaped mountains). When narrating, students showed propensity to use first person narration and humor. They are fascinated with the predator/prey theme and snakes are their dominant desert creatures. When illustrating, some students used expression/projection; all used three or more spatial grounds; and many drew tiny details and secret places. Educators need to discuss with students life cycles in the desert, essential issues such as survival, their place in the preservation of...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Foreword. Brouillette, Liane; Gibbs, Karen

    • Abstract: Brouillette and Gibbs provide a foreword to guide the reader through the multiple sections of this volume and introduce a new "Opinion" section.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Gaining Insight into Cultural Geography through the Study of Musical
           Instruments. Khalil, Alexander K

    • Abstract: At present, the need for an understanding of both physical and cultural geography is increasingly urgent in America’s schools. The present study explores using music as focus for the exploration of geography. Not only is music strongly linked to culture and environment but also its study provides an experiential understanding of a given culture in a way that few others can. Instrumental music, unfettered by practical, semantic, or representational constraints of other traditional art forms, can be considered as one of the most direct forms of cultural expression, reflecting primarily the collective imagination of the culture that developed it and the environment in which it developed. Musical instruments are shaped by a culture’s aesthetics and made using locally available materials and technologies. The present article takes as a case study a class at the Museum School, a San Diego Unified School District charter school that emphasizes experiential learning and the arts in its daily curriculum. In...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Helping Children Cross Cultural Boundaries in the Borderlands: Arts
           Program at Freese Elementary in San Diego Creates Cultural Bridge.
           Brouillette, Liane; Jennings, Lynne

    • Abstract: This article describes the unique multicultural arts program that has developed at Freese Elementary School, located only 20 minutes from the United States-Mexico border, in the southeastern corner of the San Diego Unified School District. The Arts and Culture Magnet Program at Freese grew out of the need build bridges in a neighborhood where rapid demographic change had created explosive tensions. The magnet program teaches visual and performing arts, literacy, and social studies through in-class artist residencies, workshops, field trips, and assemblies that have been developed in collaboration with local arts organizations. Through the arts, Freese has become a bright and cheery school where children are busy learning, an island of hope in a neighborhood beset by conflict.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Implementing Mapping the Beat in the 8th Grade. Richardson, Ronald Craig

    • Abstract: This article is based on a doctoral dissertation study, “Expanding Geographic Understanding in Grade 8 Social Studies Classes through Integration of Geography, Music, and History: A Quasi-Experimental Study” that took place in a high-achieving, suburban middle school in Southern California. The study compared learning as a result of nine 90-minute workshops in Grade 8 social studies. Three classes (N=84) were the control group and four classes (N=131) were the treatment. 85% of students were assigned by computer to the classes. As much as possible, classes were balanced in terms of gender, ethnicity, and academic proficiency in English. The key question is whether social studies workshops that include music, hands-on geography activities, and cultural studies could result in greater understanding of physical and cultural geography and more positive geography-related attitudes for students in the treatment workshops, as compared to the control group who studied the standard curricula. Quantitative analyses...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Introduction to Arts and Geography. Brouillette, Liane; Gibbs, Karen

    • Abstract: As the editors of the Arts and Geography section of this issue, Brouillette and Gibbs provide an introduction to the articles included.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Introduction to Opinion. Brouillette, Liane

    • Abstract: Brouillette provides overview of new Opinion section.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Introduction to Teaching and Learning through the Arts. Brouillette, Liane

    • Abstract: Brouillette provides overview of Teaching and Learning through the Arts section.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Performing Thyself: Sparking Imagination and Exploring Ethnic Identity
           Through Singing and Dancing. Tsetsura, Katerina

    • Abstract: This essay discusses two sets of creative teaching methods: live singing and dancing. The performance by an instructor can set a mode for students to achieve intellectual transformation by exploring issues of identity. The role of music, especially folk singing and dancing, is specifically examined within the intercultural context of communication. Performative dialogue can be used as an effective, novel technique to initiate and develop cultural connections and discussions of culture and identity in the classroom. The author shares her experience of performing folk dancing and singing as examples of Russian cultural musical heritage to illustrate how singing and dancing can help students to learn about themselves and others, about culture, identity, and communication at large.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • The Role of Coaching by Teaching Artists for Arts-Infused Social Studies:
           What Project CREATES Has to Offer. Wilcox, Ruth A; Bridges, Stacey L.;
           Montgomery, Diane

    • Abstract: One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as they worked with teachers, arts educators, and community artists to infuse the arts in elementary school curricula, specifically social studies for fifth graders. Using qualitative methods over a seven-year period, data included interviews, artifacts, field notes, and observations. Themes that emerged from the analysis included four types of connections resulting in school culture changes. Two types of connections to the curriculum were found, including facilitating lesson plans that have local, state, or national content standards and the implementation of evidence-based instructional practices. Additionally, coaches assured the collaboration and connections between te...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Show Me What You See: An Exploration of Learning in Museums and Learning
           in Theatre. Chou, Amy; Shih, Janet

    • Abstract: The main goal of this research study is to explore the interconnection between museum learning and theatre learning. We will begin this exploratory process by analyzing the functions of role-playing and improvisation as teaching and learning strategies, and we will then expand this analysis to the idea of storytelling as a link between learning in museums and learning in theatre. Subsequently, the study will be established upon the idea that there is a possible correlation between learning in museums and learning in theatre. Furthermore, the study will investigate how storytelling in dramatic forms, such as a group improvisational performance, can affect students' thought processes regarding a series of images and/or objects in a museum exhibit.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Updating the Libel-Label Fallacy. Levine, Howard P.

    • Abstract: Levine warns of the dangers of using numerical acumen as a substitute for practical knowledge and offers insight into quantification’s proper role in societal decision making.
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • Visual Arts as a Lever for Social Justice Education: Labor Studies in the
           High School Art Curriculum. Sosin, Adrienne Andi; Bekkala, Elsa;
           Pepper-Sanello, Miriam

    • Abstract: This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students’ understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts. The powerful realistic and fantastical images the students produced express their consciousness of impending workforce participation; images communicate their inner voices and provide insights into their perceptions of working in today’s global environment. The art teacher’s reflections include recognition of the unique literacy demands of subject area textbooks, the necessity of schema-building to understand social studies content, the accommodation of the special academic needs of English language learners, and the imp...
      PubDate: Fri, 28 May 2010 12:00:00 GMT
  • The Andy Warhol Project with a Touch of B.F. Skinner. Warash, Bobbie

    • Abstract: This visual arts project was initiated at the West Virginia University Laboratory School (Nursery School) several years ago and has assisted children in reproducing prints of famous artists. Using the principles of behaviorism in conjunction with developmentally appropriate practice has helped young children to extend their knowledge in the visual arts. The Andy Warhol project was an extension of an earlier project where children were exposed to copies of famous art prints along with guided teacher questions to provoke interest and reflection. The thought-provoking questions prepared by the teacher were specific to each print in pursuit of helping children to obtain a more in-depth understanding. The teacher conversed about the artist and included appealing tidbits about his/her techniques for painting. The teacher documented the children’s comments and attached them to the print that was hung in the classroom at their eye level for further reference. With children gaining experiences with the visual ar...
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Artistry in Teaching: Writing Children’s Mathematics Literature Books as
           Teacher Education. McVarish, Judith

    • Abstract: Helping pre-service teachers to feel competent and courageous about the mathematics they will find themselves teaching as elementary school teachers is a critical component of any math methods course. This paper addresses this aim by highlighting a process that involves pre-service teachers in creating original mathematics literature books. This process assumes a social practice theory of learning based on a relationship among one’s own thinking, the activity, and the thinking of other interested persons (Rogers, 1974). My stance is that creating such books offers ways for pre-service teachers to gain new mathematical understandings, connect the math they will be teaching to other life situations, identify pedagogical practices that support student thinking, integrate artistry into the teaching of content, and understand more deeply the multidisciplinary nature of mathematics.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Arts and Technology Introduction. Betts, David

    • Abstract: As the editor of the Arts and Technology section, Betts provides an introduction to the articles included and suggests additional research in this area.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Desktop Simulation: Towards a New Strategy for Arts Technology Education.
           Eidsheim, Nina Sun

    • Abstract: For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly observe and try out the procedures. These and other practical and pedagogical considerations when teaching using hardware may suggest that conventional studios may not provide the best learning environment. In this paper I suggest that desktop simulation may not only help to solve the aforementioned problems, but can contribute to the creation of a cooperative learning environment.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Foreword. McKean, Bobbi

    • Abstract: McKean provides a foreword to guide the reader through the multiple sections of this volume and to introduce a new "Review" section.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Medical Humanities Introduction. Shapiro, Johanna

    • Abstract: As editor the Medical Humanities section, Shapiro provides an introduction and discusses how the articles in this section of the journal use reflective writing in medical education contexts to explore the perspectives and priorities of a range of others - patients, family members, other health care professionals - involved in the clinical encounter.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Reaching Rural Communities: Videoconferencing in K-12 Dance Education.
           Parrish, Mila Dr.

    • Abstract: This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnaires and journaling were em...
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Significant New Study Affirms Life-Changing Impact of Intensive, Long-term
           Arts Involvement. Brouillette, Liane

    • Abstract: This review of Doing WELL and Doing GOOD by Doing ART by James Catterall summarizes the author’s seminal work on arts involvement and human development, then looks at the extension of his earlier research into a 12-year longitudinal study that follows 12,000 students from high school to age 26. Findings from this study show that intensive involvement in the arts during middle and high school associates with higher levels of achievement and college attainment, as well as with indications of pro-social behavior such as volunteerism and political participation. Of particular interest are those sections of the book that go beyond statistical analysis to provide insight into the mechanisms through which learning in the arts transfers to other disciplines.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Singing In Science: Writing and Recording Student Lyrics to Express
           Learning. Nelson, Sara D; Norton-Meier, Lori

    • Abstract: This article explores the use of lyric writing in elementary science. It details an exploratory project in which elementary students and a professional musician collaborated to write and record lyrics at the conclusion of an inquiry-based science unit. What we found was that lyric writing when used as a summary reflection activity in science offers students a unique opportunity to uncover and refine learning. The collaboration among students, classroom teachers, professional musician, and sound technician greatly contributed to the creation of a unique and engaging opportunity for students to express their learning through the arts in science. Further controlled studies are recommended to determine the degree of impact on learning and long-term retention of science and music concepts.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • A Study of Professional Development for Arts Teachers: Building
           Curriculum, Community, and Leadership in Elementary Schools. Burnaford,

    • Abstract: This study was conducted in a large urban school district. Fifty-nine elementary schools, designated as Fine Arts Schools by the district, were organized as a Fine Arts School Network. The school district partnered with an external arts organization to deliver research-based, consistent and collaborative professional development to art, music, dance, and drama teachers over three years. This government-funded professional development initiative explored the impact of network-based intensive professional development for arts teachers in four specific areas: 1) their role in building community in their schools; their roles as community builders in their schools, 2) their role in building curriculum with non-arts teachers in their schools, 3) their role in building their own leadership capacities. The final area for investigation focused on the impact of network-based professional development for arts teachers on their home schools. Quantitative data, including surveys of participating arts teachers, and ...
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Teaching and Learning through the Arts Introduction. McKean, Bobbi

    • Abstract: As the editor of the Teaching and Learning through the Arts section of this issue, McKean provides an introduction to the articles included.
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
  • Using Drama for Learning to Foster Positive Attitudes and Increase
           Motivation: Global Simulation in French Second Language Classes. Dicks,
           Joseph E; Le Blanc, Barbara

    • Abstract: Drama has been effectively used in many learning contexts including English as a second language classes. However, it has received less attention in foreign/second contexts. This article explores how drama for learning can impact upon the relationships among attitudes, motivation and learning in French second language (FSL) classrooms. The authors describe a second language research project done in grade 9 and 10 classrooms based on the principles of drama for learning including play and make believe, learning in context, and ownership of learning. Global simulation, the particular form of drama for learning used in the project, involves a voyage of discovery undertaken by a group involving a final destination and an itinerary. During this second language journey, students act, react and interact to create meaningful individual and group experiences and incorporate cooperative learning principles. The approach also allows the facilitators to draw on Gardner’s multiple intelligence theory in order to structure...
      PubDate: Wed, 25 Nov 2009 12:00:00 GMT
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